Exploring Teacher Behavior Ratings in a Title I Urban Elementary School
Date
2023
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Abstract
This study aimed to understand how student behavior (e.g., attendance, discipline, and academics) and student characteristics (e.g., gender and ethnicity) influence teacher endorsements on behavioral screening tools often used to make school-based diagnostic and classification decisions about students. During the 2013–2014 second semester, from late January through May, data were collected from the three first-grade classrooms. This data included demographic information (gender and race), academic assessments (Curriculum Based Measurements via easyCBM) and behavioral data (attendance and discipline records). The academic assessments consisted of one easyCBM probe administered for 10 weeks. The easyCBM measures included four kinder early literacy probes, four first-grade early literacy probes and one first-grade mathematics probe. In the 11th week, teachers completed the administration of the Vanderbilt Assessment Scale (VAS) for each one of their students. Simultaneous regression was used to examine influences on the VAS Total Score. The regression analysis revealed discipline referrals significantly influenced teacher endorsements on the VAS. Teacher perceptions, bias, and decision making will continue to affect student achievement outcomes. Teachers are the first line of all processes that involve students, such as PBIS, MTSS, and special education identification. Each system relies on teacher observation, opinions, and participation in identifying the support students require to succeed at school. Data gathered and used to help guide decisions came from behavioral screeners, observations, and descriptors by teachers. Further interpretation of behavioral screeners and the influence teacher reports have on student referral outcomes can lead to either positive or negative academic trajectories, such as supporting those aids in academic success or inaccurate diagnosis and student eligibility.
Description
Dissertation completed in partial fulfillment of the requirements for the Doctor of Psychology degree in School Psychology at Alfred University, Alfred, NY.
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Dissertation
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Education